Draw Ss' attention to Page 98 on the monitor. Ask: Where are the people? (In the park.) What actions do you see? ( Talk, run, , listen to music, Play football , read, do sports.) Elicit sentences from the class as much as possible.

Mime some actions and elicit from Ss what you are doing. (Sit down and ask them: Am I walking or sitting?) mime two more actions as well and try to get Ss involved and answer your questions. Tell Ss: Today we are going to have a game(Pantomime) Give Ss instruction and demonstrate what they are going to do. Toss the paper ball to the Ss selectively. Ask the others about what he is doing. Elicit Yes/No answers.

set a short task based on general understanding of the text as a whole. Students compare their answers together (pairs/groups) first before class feedback on content.

Meaning Do drills. task 1 :T uses timelines to help Ss understand the meaning of the present continuous .T reads a sentence ,”The girl is playing now” CCQs: What time is the sentence talking about? Past, present, future. Did the girl play yesterday? NO Will the girl play tomorrow? No “which timeline is :the girl is playing?” Task2: : Ask Ss repeat after you chorally. Start with the written sentence on the board. I am standing. I'm standing. (illustrate the form and contractions with your fingers). Then use the sentence with (we,you they,she ,he) Ask Ss to make Yes/No questions. (Elicit in Yes/No questions we use rising intonation and falling intonation for WH-questions. Divide Ss into three groups. Ask first group to make Yes/No questions, the second group to answer with Yes or No in both shot and complete answers and the last one to make a WH- question. M: I'm working_First group: (Are you working?) M: Yes_Second group:(Yes, I am, I'm working.) M:Why?_Third group: Why are working? M:She is dancing. _First g: (Is she dancing?) M:Yes_Second G: (Yes she is, She's dancing.) M: Where_ Third G: (Where is she dancing?) Change the groups and go over more examples. Ask Ss to do it in pairs, Then individually. pronunciation T focuses on the sentence stress, intonation, contractions. The girl is playing now. Task: “Now we are going to look at the form of the present continuous” Show a sentence on power point and ask students to do as an example. Ss do task Pair check Plenary feedback. Spelling: For most verbs, add -ing. Elicit examples from the chart (starting, holding, standing, playing, ending). For one-syllable verbs with the pattern consonant, vowel, consonant, double the last consonant, then add -ing. Elicit the examples (sitting, running). For verbs that end in -e, drop the -e and add -ing. Elicit an example from the chart. Form Show the form using the power point: Present continuous: 1. Subject +am/is/are+ verb+ ing (positive) 2. Subject+ am/is/are+ not++verb+ ing(negative) 3. Am/is /are +subject+verb+ing?(question) Focus on use: Say: we use the present continuous to talk about what is happening right now.

Ask students to answer pg.91 ex.a ,match the questions in the first column with the appropriate answer in the second column individually. Icqs: Q.1 Which page will you answer? A1. Pg 91 Q2. Will you answer it individually or in group? A2. Individually.

Ss listen to the partners’ sentences to guess where is she. Example: Student A:I am eating burger now. Student B: Are you in a fast food restaurant? Icqs: Q1.Who are you going to listen to? A1. My partener. Q2. What are you going to do? A2. Guess where is she.

Ask each pair to tell the class what his partner's family members are doing now. Make Ss practice on their errors that you've written on the board, Ask Ss to modify the wrong sentences and make everybody repeat them chorally and individually.